C1 – Course Syllabus - Escuelas Oficiales de Idiomas del País Vasco

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would be the paired correspondences set out below: General / particular, statement / example, statement /agreement-disagreement, problem / solution, question / answer, request-offer-apology / acceptance-rejection, claim / counterclaim, etc. Cohesion, on the other hand relates more to form and how grammatical and lexical items connect one part of a text or speech to another. Typical examples would be as follows: Synonyms and lexical sets, connectors, pronouns, verb tenses, time references, concord, etc. By way of reference a list of common spoken and written discourse markers that should be familiar at this level are set out. Connectors: Discourse markers for the following functions: prefacing what is about to be said: With reference to; Talking of; As for; As fas as X is concerned; Have you heard of X …? putting forward a point: For one thing... and for another; Besides; On the one hand; ... . contrasting two ideas : Whereas; While; … . refuting a point: Mind you ; In spite of this; Nevertheless;… . reasserting an argument: Even so; All the same; That‟s true but; … . stressing the importance of the following statement: Anyway; At least ; In any case; ... . changing the subject of conversation: By the way; Incidentally; That reminds me; … . returning to the previous topic : As I was saying; Now, where was I?; ... . adding information: On top of that; As well as that; Too; Also; In addition; Not only; … . generalising: On the whole; In all //most//many cases; Generally//Broadly speaking; … . indicating a logical outcome: Therefore; Consequently; That means; … . summarising: All in all; To sum up; In short; In a nutshell; To cut a long story short; … . clarifying and reformulating: Actually; That is to say; In other words; Or rather; I mean (to say); … . giving a personal opinion: I feel; I reckon; In my view; More or less; Kind of / Sort of (informal); I suppose; … . introducing a personal opinion: Honestly; Frankly; No doubt; As far as I‟m concerned; I find; ... . gaining time to think: Let me see; You know (what I mean); Kind of / Sort of; Well eh; … . trying to convince: After all; No doubt; In fact; … . indicating a speaker‟s expectations have not been fulfilled: Actually; To tell the truth; As a matter of fact; ... . indicating agreement or disagreement: Absolutely; Definitely; No way; Oh, come on!; ... . sequencing: First (of all) / Firstly; Secondly; Finally; Lastly; … . excluding information: Except (for); Apart from; … . giving examples: For example; For instance: Such as; Take; It‟s like; … . ways of implicating the listener(s): (Talking about the boss, right?); “Tag questions” (You like spaghetti, don‟t you?); Do you see // follow?; ... . ways of expressing emphasis: The focal point in postposition: (You are the one; What I want is ...); emphatic „do/did‟ (I do believe that ...); use of „both‟: (I phoned both my aunt and my cousin); using reflexive pronouns: (She cooked all the food herself); stress changes: (I will take care of the baby) and personal pronouns used in imperatives: (Don‟t you worry!) 5.3.3 Lexical & Semantic Components See also B2.2 syllabus. The more demanding types of interaction and authentic text types encountered at higher levels requires a broader lexical repertoire. More especially, learners need a working knowledge of such lexical devices as; word formation (prefixing, suffixing, compounding, etc.). discourse structures (pronominal reference, linking words and phrases, synonymy, etc.). compound prepositional phrases, (e.g. In front of , Under the auspices of; ... .). 24
common collocations, (e.g. with head words like do, make, get, end, mind, etc.). blending (merging words like breakfast with lunch = brunch; etc.). borrowings (foreign words: robot, guru, junta, haute cuisine; ... .). expressing nuance (intensifiers, downtoners, focusers, etc.). proverbs, (e.g. Too many cooks spoil the broth; ... .). phrasal idioms, (e.g. kick the bucket = to die). phrasal verbs, (e.g. set off, break down, etc.). In practice, learners should aim to … have a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies. Good command of idiomatic expressions and colloquialisms and despite minor slips there are no significant vocabulary errors. 5.3.4 Phonology & Orthography Phonology involves a knowledge of, and skill in the perception and production of: the phonetic composition of words (syllable structure, the sequence of phonemes, word stress, word tones) sentence phonetics (prosody) sentence stress and rhythm intonation phonetic reduction vowel reduction strong and weak forms assimilation elision In practice, learners can not only appreciate variations in intonation and sentence stress to express finer shades of meaning but can produce those variations to best convey their purpose. A checklist of the main practical phonological features that learners can recognise and produce at this level are to be found as follows: a) Recognition of common cases of vowel reduction, elision and strong and weak forms especially in casual or colloquial conversation. (common cases of schwa /ә /) b) Common examples of assimilation – words run together in a sentence: I_got_up_at_eight. // Don‟t_ you_like_it? // Give_me_the_money! c) Insertion of /r/, /w/, /j/ between words ending and starting with a vowel sound to facilitate pronunciation. I saw /r/ Alice // I want two /w/ eggs // In the /j / end. d) Pronunciation of auxiliary verbs in short Wh- questions in casual or colloquial conversation: What do you want? / What does he do?; Where have you been? ; Where did he go?, etc. e) Syllable lengthening, for dramatic effect and in interjections like “ehm, well” to gain time to think and hold the floor. “What did you think of the music?” “Well, :::it was interesting” ”What‟s the time?” “Let‟s see, it‟s ehm::: nearly seven.” f) Rising intonation used in quotations I said, ‘Can you open the door for me?’ and he says, ‘Open it yourself’ . Also the use of Anyway / Well - in telling stories or anecdotes. g) Pronunciation of expressions with no actual meaning used in casual or colloquial conversation, (e.g., Sort of; Like; You know; I mean; Kind of; ... .) 25
Page 1 and 2: INTRODUCTION ENGLISH LEVEL C1 Each
Page 3 and 4: A. Interaction Learners at this lev
Page 5 and 6: Instructions Processing Text unders
Page 7 and 8: Description and narration produce c
Page 9 and 10: identifying people and objects. ask
Page 11 and 12: Horoscopes or similar. Poems. Biogr
Page 13 and 14: 4. TOPIC AREAS The grid below taken
Page 15 and 16: Personal letters Broadcasts and rec
Page 17 and 18: Learners who need a comprehensive r
Page 19 and 20: Adverbial structures Forms that may
Page 21 and 22: - Will I will begin by saying that
Page 23: CONCESSIVE CLAUSES - e.g. He bought
Page 27 and 28: punctuation marks and their convent
Page 29 and 30: elying on context and register to i
Page 31 and 32: 6.4.2 Evaluation Involves: 6.4.3 Re
Page 33 and 34: CEF C1 LEVEL CHECKLIST (2) The chec
Page 35: I can put together information from

C1 – Course Syllabus - Escuelas Oficiales de Idiomas del País Vasco

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